MONTESSORI
ISSUE 91 SEPTEMBER 2018
CURIOSITY IN LIFE
FREEDOM AND RESPONSIBILITY IN A MONTESSORI CLASSROOM
EARTH FRIENDLY SPRING ACTIVITIES
EDUCATION
MINISTER PAYS A
VISIT TO WA- ORA
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Montessori Voices SEPTEMBER 20182
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Contents
ISSUE 92 DECEMBER 2018 (12 OCT)
ISSUE 93 APRIL 2019 (13 FEB)
ISSUE 94 JULY 2019 (1 MAY)
ISSUE 95 SEPTEMBER 2019 (23 JULY)
ISSUE 92 DECEMBER 2018 (1 NOV)
ISSUE 93 APRIL 2019 (21 FEB)
ISSUE 94 JULY 2019 (22 MAY)
ISSUE 95 SEPTEMBER 2019 (1 AUG)
Advertising Deadlines 2018
Copy Deadlines 2018
10
6
20
4 Editor’s Note
5 Quote of the Issue
6 INFOCUS: Education Minister pays a visit to Wa- Ora
8 Explained
The Work of Wool – A Montessori Handwork Album
10 At School
Building community
Freedom and responsibility in a Montessori classroom
The Remakery – Refuge Project
18 At Home
Hanging around
Curiosity in life
Earth friendly spring activities
23 Community
Matariki at Inspiring Minds Montessori Preschool
The realisation of a vision for the Courtyard Montessori Preschool
Pyjama day: Teaching children about giving
26 Newsboard
Marshwood Montessori celebrates Chinese New Year and Lantern Festival
27 Situations Vacant
27 References
28 Contributors & Columnists
30 MANZ Member School Listing
InFocus
Montessori Voices SEPTEMBER 2018 3
CONTENTS
Editor’s note
Kia ora,
Our MANZ Conference 2018 has now been and gone and it was
fabulous. We had awesome speakers and a tremendous venue at Napier
Convention Centre with the Pacific Ocean as a backdrop. We even had a
family pod of Orca whales (mum, dad and two calves) swim past during
the first lunch with the dad playing in the surf! If you are interested
in reading reflections from MANZ Council and a few from kaiako on
different workshops attended, visit the MANZ Facebook page.
The InFocus article in this issue of Montessori Voices features Minister
Hipkins visiting Wa- Ora Montessori School. This visit took five months to
arrange and was the first time the Minister had visited a Montessori early
childhood centre and school. I offered the Minister a copy of the latest
issue of Montessori Voices and he now receives a quarterly issue of it.
Stay warm!!
The cover photo for this issue is from Minister Hipkins’ visit
to Wa- Ora Montessori School. In the photo a primary boy is
discussing with the Minister and MANZ Executive Officer
how the Checker Board material works.
Wellington, New Zealand.
Cathy Wilson
EDITOR & EXECUTIVE OFFICERMONTESSORI AOTEAROA NEW ZEALAND
Cover PhotoOur
Montessori Voices SEPTEMBER 20184
EDITOR’S NOTE
Independence, in the case of the adolescents, has to be acquired on a different plane, for theirs is the economic independence in the field of society. Here, too, the principle of “Help me to do it alone!” ought to be applied.
Quote of the issue
HOW ARE DR MONTESSORI’S WORDS RELEVANT TODAY?
MONTESSORI, M. (1994). FROM CHILDHOOD TO ADOLESCENCE. P 67.
Dr Montessori’s view of the child as
a person came at time when children
were encouraged to be seen and not
heard. Referred to as ‘it,’ the infant
was treated as a helpless creature in
need of help from adults, twos were
terrible, and the rod was never spared
for the older children. Dr Montessori
recognised the child and young adult’s
need to become independent and the
yearning and potential of children
to be seen and heard as intelligent
human beings.
This quote by Dr Montessori is such
a strong and a consistent reminder
for us as Montessori teachers and
parents. It is important to note that
while the child goes through different
stages of physical, mental and
emotional development, there is still
a need for them to be independent.
Independence will look different at
different stages, and it can only be
achieved by letting the child do things
on their own.
At 0 – 6, the infant needs independence
of movement, opportunities to develop
eye hand coordination and balance,
to name a few. A toddler is learning
to be independent in self-care and
care of environment which is then
carried through to 3 – 6 where along
with these skills, other areas come
into play. Between 6 and 12 the child
is learning to orient his/herself into
society. 12 – 18 is the turbulent period
which Montessori likened to 0 – 3 when
a young adult is going through both
physical and mental maturity.
While these planes of development,
their needs and approach vary for
each stage, the principle of ‘help me
to help myself’ doesn’t change.
This, Dr Montessori calls, “serving
the spirit” (The Absorbent Mind, p257).
This resonates with me as a Montessori
parent and teacher. I have dealt with
all these stages and want to keep this
quote in my mind at all times to show
full respect to the person I am dealing
with. This enables me to look at the
baby, toddler, young child or the young
adult as a person with full potential in
my role just as a Guide.
Mamira Ali, Montessori House of
Children, Hamilton, New Zealand.
Read about Mamira on page 28.
5
QUOTE OF THE ISSUE
Montessori Voices SEPTEMBER 2018
Education Minister pays a visit to Wa- Ora
RELDA HERMANN WRITES OF THE RECENT VISIT OF EDUCATION MINISTER CHRIS HIPKINS TO WA- ORA MONTESSORI SCHOOL, NAENAE, LOWER HUTT.
The Minister of Education, Chris Hipkins
paid a visit to Wa- Ora Montessori in
Naenae, Lower Hutt in June to get
hands-on with the Montessori method
of education in New Zealand.
When you read about the Hon. Chris
Hipkins on the Labour party website
and his passionate belief “that
every New Zealander deserves the
opportunity to reach their full potential
in life,” similarities with the Montessori
philosophy are plainly evident.
Montessori education is commonly
referred to as holistic and seeking
to maximise the child’s potential,
and from reading the Minister’s
website, it seems that this is also what
he wants for New Zealand children.
Wa- Ora is located within the
Minister’s electorate, just down the
road from the primary school he
attended as a boy. Although he still
lives in the Hutt Valley, this was
Minister Hipkins’ first visit to Wa- Ora
and any Montessori school.
As a school providing education from
18 months to 18 years, Wa- Ora was
able to provide him with an experience
of all three sectors (preschool, primary
and high school) and showcase
Montessori in Aotearoa.
Montessori education is commonly referred to as holistic and seeking to maximise the child’s potential, and from reading the Minister’s website, it seems that this is also what he wants for New Zealand children.”
Montessori Voices SEPTEMBER 20186
INFOCUS
Minister Hipkins, together with his
Electorate Agent Janette Granville,
met with Wa- Ora Principal Ava
Szabo and MANZ Executive Officer
Cathy Wilson. The main focus of the
discussion was to share a little of the
background to Montessori, as well as
some basic philosophy; introducing
some of the essential elements of
Montessori education also helped
to provide a context for what the
Minister later saw on his visit around
the classrooms.
Following their discussion, the group
took a tour of the school, visiting
classes in the preschool, primary and
high schools. The minister was able
to quickly gain an overview of what
Montessori education looks like at all
ages and stages, the similarities between
the different sectors and also the ways
in which the programme is modified
to take account of the changing
developmental needs of a-konga.
In the preschool, the visitors were
able to witness the huge development
that occurs in a pre-schooler between
3 and 5-years old. They could watch a
recently started 3-year old, working to
master one of the dressing frames in
the practical life area, in stark contrast
to a 5-year-old nearby working on the
4-Bead Chain.
While visiting one of the primary
classes, the Minister was lucky
enough to receive a lesson on the
Checkerboard from a student! He was
very interested in why we transition
children from preschool to primary
at 6-years old, which provided an
opportunity to talk about readiness
being more developmentally-related
than aligned to chronological age.
Minister Hipkins’ fascination with
the high school and its workings
was evident. Discussion about
micro-economy and the real world
experiences that students have from
barista training or selling at local
fairs, helped illustrate the experiential
nature of the senior programme and its
ability to follow the students’ areas
of interest, whilst still meeting the
New Zealand curriculum. The way
in which it is possible to integrate
Montessori philosophy within the
current high school qualification
framework, giving students broad
experiences and the chance to pursue
their interests beyond school, was
viewed very positively by the Minister.
At the conclusion of Minister
Hipkins’ visit he was certainly
more informed about Montessori.
Having the opportunity to
observe students in their learning
environments allowed him a genuine
insight into the workings and benefits
of the Montessori philosophy as a
valid offering on today’s educational
spectrum, not to mention elevating
the profile of Montessori within the
Ministry of Education.
His take-away copy of Montessori
Voices will certainly provide the
Minister with further information
and food for thought!
Read about Relda on page 28.
He was very interested in why we transition children from preschool to primary at 6-years old, which provided an opportunity to talk about readiness being more developmentally-related than aligned to chronological age.”
Montessori Voices SEPTEMBER 2018
INFOCUS
7
8
The Work of Wool – A Montessori Handwork Album
CAROL PALMER, WELLINGTON, DESCRIBES THE JOURNEY SHE HAS TAKEN IN DEVELOPING A NEW MONTESSORI TRAINING ALBUM.
You may have heard Montessori
teachers referring to their albums.
These are the collections of lesson
plans that we put together during our
training, which serve as our curriculum
documents throughout our careers.
We have albums for every subject from
maths, to biology, to music. What we
do not have, is an album for handwork
– or handcrafts – the traditional skills
and crafts that are the cornerstones of
human culture.
One of the key aims of Montessori
education is to connect children
to nature and give them an
understanding of their environment.
When they have this, wherever they
find themselves in the world, they will
know something of their surroundings.
For example, Montessori-educated
children can look at a plant’s foliage
and know the shape and size of its
root system; they can look at the
mountains around them and know
whether they were formed by tectonic
plate movement or volcanic activity –
these understandings help them feel
grounded in the Earth.
But what about their connection to
the human aspect of the Earth – the
culture of people, what Dr Montessori
called ‘Supranatura’? What if children
could understand something about
their surroundings, just by looking at
their textiles? They would know that
the clothes they wear, and all of the
textiles around them were made from
the fibres of a plant or animal that had
been gathered or shorn, and spun into
a thread that was then woven or knit,
and then cut and sewn.
Not only would this knowledge give
them a connection to their textiles but
also a natural sense of gratitude.
When children realise how many
people have had a hand in the work of
creating their clothing, their clothes are
no longer something that just appear
in the shops – they have a history.
As most of our textiles are now created
by unseen machines, most people do
not have to spin, weave, knit or crochet
out of necessity and the connection
with our ancestors that these crafts
once fostered is becoming lost.
Handwork is the thread that connects
all human beings on every part of the
planet and at every point of history;
the lack of a handwork album has
always felt to me to be a hole in the
Montessori curriculum.
Montessori Voices SEPTEMBER 2018
EXPLAINED
9
So, with the support of MANZ, through
the Binda Goldsbrough Research
Fund, and Wa- Ora Montessori School,
I set about to create a Montessori
handwork album for the international
Montessori community. Three years
of researching, consulting, testing and
revising later, I completed the first
section of this Album. The Work of
Wool – A Montessori Handwork Album
was published with much fanfare and
joy on 29 June 2018.
In New Zealand, publishers are
required by law to submit two copies of
every book they publish to the National
Library. One is placed in the National
Archive and the other goes into the
library system for people to read. Books
may be submitted by mail or in person.
As the children in my class had put so
much work into the book along with
me, we decided we would all go to
submit our copies in person.
When I rang the National Archive to
ask if it was acceptable for so many
people to attend the submission
ceremony, the archivist told me this
had happened only once before in her
whole 29-year career, when another
teacher brought her class to submit her
book and guess where they were from?
Yep – a Montessori School.
They were so happy about us coming
that they arranged a tour of the
underground archives for us before
the submission ceremony. This was
a huge privilege as members of the
public are not normally allowed into
the basement archives. When we
arrived they led us down several
flights of narrow stair into the ‘bunker’
where the national treasure trove
of books is housed. We got to watch
as mechanised boxes travelled along
train tracks mounted to the ceiling,
retrieving and returning books for the
library users above. It was fascinating!
Several of the children declared they
would like to live down there!
After the submission we had a pretty
fast turnaround to get the children
back to school and everything in place
for the official book launch in the local
library that night. The Library Launch
was truly a celebration of everything
that has gone into the Album’s
creation over the last few years.
Yahvi, one of my students, introduced
me with her natural pizzazz, and I
took some time to talk about what
the Album was, and thank those who
have supported me along the way.
Freya, my lovely daughter, sat proudly
at her stall, selling books alongside her
loving grandmother. Renee, one of the
parents from my class, brought a huge
basket of home baking and another
set out drinks for everyone. Children
from my class – past and present –
brought along handwork and invited
people to have a go.
Members of the community stood
around chatting – discussing the value
of handwork and sharing stories of
the crafts they used to do as children.
It was a wonderful community event.
The library staff were amazed by the
high turnout and had to rush about,
moving shelves and finding extra
chairs – they hadn’t experienced
the strength of a Montessori
community before!
Since publishing, the international
response to my handwork album has
been huge. I have received orders
from all over the world and been
invited to present workshops in several
countries. The Montessori community
are more than ready to integrate this
missing curriculum area and pass on
the heritage of our ancestors to the
next generation. I have high hopes
for a handwork revolution!
Read about Carol on page 28.
Handwork is the thread that connects all human beings on every part of the planet and at every point of history; the lack of a Handwork Album has always felt to me to be a hole in the Montessori curriculum.”
EXPLAINED
If you would like to read more
about why handwork is such
an essential part of Montessori
education, or find more details
of the album, please visit
www.montessorihandwork.com.
Montessori Voices SEPTEMBER 2018
Building community
CARLI HAUSLER, AUCKLAND, DISCUSSES THE IMPORTANCE OF ENCOURAGING RESPONSIBILITY AND COMMUNITY IN THE UNDER 3 YEAR ENVIRONMENT.
Have you ever noticed that many
Montessori environments for walking
children aged under three use the
word ‘community’ in their title: Infant
Community, Toddler Community, Young
Children’s Community. Whatever the
title of the environment they share the
intention is to build community.
We can define community as a
‘unified body of individuals’ and
Mario Montessori Jr wrote of his
grandmother’s work that “...human
development is the result of an
unconscious creative activity of the
individual, and that this process is
possible only in association with others.”
Dr Montessori spoke throughout her
works of education being an aid to
life that should begin at birth. The
education she was speaking of was
that which would assist the child in
adaptation to her time and place, to
learn the language, culture and become
part of this community in which she
finds herself.
Anyone spending time with a child
under three can endlessly find
moments over which to marvel; in an
established infant community these
moments are amplified tremendously.
One of my favourite stories to tell is
how we sat down for lunch one day.
We had a newly arrived 14-month-
old child, who was now well settled
into the environment. He had up until
now been wearing a bib at meals but
today finger food was on the menu
so we adults had decided a bib wasn’t
necessary. As we began eating the
meal, one of our two and a half year
old children suddenly stood up from
the table. I only just managed to refrain
from saying “We sit at the table to eat”
and instead observed as she went to
the linen cupboard, retrieved a bib and
brought it to the table, then informing
the other child he needed a bib she
helped him put it on. With her external
order restored she sat back down to eat
her own meal.
I believe it is in these moments that
we feel our work is truly worthwhile
when our youngest children can
act in the service of others while
simultaneously working to build
themselves. We adults have choices
to make when we prepare our
environments in how far we want to
take this empowerment of the child
to develop and follow her will and to
contribute to group life.
Using the above example, we can
consider the necessary elements
required to make this moment possible.
We had a child-accessible linen
cupboard and the children took an
active role in laundry procedures, so
this child knew where a bib could be
found. Children were actively involved
in the running of our programme,
Human development is the result of an unconscious creative activity of the individual, and that this process is possible only in association with others.”
Montessori Voices SEPTEMBER 2018
AT SCHOOL
10
11
AT SCHOOL
from food preparation to setting
the table, loading and unloading the
dishwasher to washing the windows,
so this child was well practised
in making contributions to the
community. Our freezer was accessible
to the children so bumps could be
attended to by any child fast enough
to get to the ice pack first, so this child
had plenty of experience of caring for
her peers.
Adults endlessly work with children
to develop vocabulary with conscious
attention given to the consideration of
how others might feel or be affected by
what is going on, this child possessed
the communication skills to let the
other child know what was going to
happen before offering her assistance.
Children are involved in active
problem solving and conflict resolution
processes, they are empowered to say
“no” and make their own choices.
They are acknowledged and thanked
for the contributions they make and
their kindnesses to others.
This child had the possibility to notice
something wasn’t quite ‘right,’ she could
independently, logically think through
what a solution might be, she possessed
the confidence and self-esteem to act
on her logic without needing to be told
what to do from an adult or wait for
approval before acting.
In describing this moment in such
detail, it is all too easy to understand
Dr Montessori’s vision of the child as
a hope and promise for the future.
We can only aspire to the graciousness
of a two-and-a-half-year-old who is
empowered and confident of her place in
the world. And as we go about preparing
all of the elements in our environments,
let us keep this idea of building
community at the very forefront.
Read about Carli on page 29.
Photos provided by the Bambini Community at Montessori Children’s House Wanaka
Montessori Voices SEPTEMBER 2018
Freedom and responsibility in a Montessori classroom
WE HAVE ALL HEARD THE TERM ‘FREEDOM AND RESPONSIBILITY’ IN RELATION TO MONTESSORI. IN THIS ARTICLE TESNEEM COUPER, MONTESSORI @ HOWICK PRIMARY AUCKLAND, DISCUSSES WHAT THIS ACTUALLY MEANS AND HOW IT IS CREATED IN THE MONTESSORI PRIMARY CLASS.
The thought of being free, moving
around and chatting in school is
one that appeals to many parents –
especially since it is not what most
people experienced while growing
up. The image of a classroom, with
desks all arranged in orderly rows
with the teacher at the front is a
familiar picture. Thankfully, this is
no longer the case – definitely not in
a Montessori environment and not in
most mainstream classes either.
So what do I mean by freedom in
the classroom? A host of questions
instantly spring to mind, don’t they?
Who knows? Do the children do
whatever they want, whenever they
want and however they want? Who
decides what they should be doing – the
adult or the child? How do you make
sure they’re covering all elements of the
Montessori or New Zealand Curriculum?
How do the teachers keep track?
Where does responsibility come into it?
Sounds great! How do I sign up?
We can’t very well ask Maria
Montessori what precisely she meant,
so a quick Google search of the word
‘freedom’ yields:
1. The power or right to act, speak,
or think as one wants.
2. The state of not being imprisoned
or enslaved.1
See page 27 for references.Montessori Voices SEPTEMBER 2018
AT SCHOOL
12
AT SCHOOL
At the end of my first article, I briefly
mentioned the three elements that
are requirements for any Montessori
classroom: the prepared environment,
the prepared teacher and freedom
with responsibility.2 Freedom and
responsibility are nurtured within
the Montessori classroom through
the prepared environment and
prepared adult.
Freedom with responsibility is a
lofty goal for children – but not
only is it possible, it is necessary
for a Montessori classroom to
function effectively.
First, we need to understand the
freedom that is available to the child in
the Montessori classroom. One of our
goals as Montessori educators is to help
children develop the skills to become
independent, self-motivated and self-
disciplined. We do that by offering
them the opportunity to be free.
The children may select their work
and who they work with. We do
not tell them what to think or how
to think – we give them the tools
to make their own judgements,
reflections and decisions. We provide
them with the freedom to move
through the classroom and beyond
the classroom, where appropriate.
The Montessori classroom should
never be a silent one – there
should always be children moving,
communicating and negotiating
(yes, often arguing) – because they
are given the freedom to do so.
The students are able to direct their
learning, the pace of their learning and
the majority of the content of their
learning, with minimal interference
from the teacher and using the
curriculum as a check and a guide.
Some may query how this can work,
when there are Montessori classrooms
within state schools in New Zealand,
and as such have to show coverage
of the New Zealand Curriculum.
The reality remains that society and
the government expect our children to
know certain things – so if we are not
offering these things to children,
to best equip them for their future
learning and schooling, we are
doing them a disservice. It is our
responsibility as educators, to ensure
we are setting up the children for
success. In terms of specific curriculum
requirements, the New Zealand
Curriculum is very broad and open
ended, so its objectives are easily met
by effective implementation of the
Montessori curriculum – without
heavy, teacher-directed impositions.
We also do not dish out rewards or
punishments to the students, but
allow them to experience the logical
consequences of their choices (e.g. not
finishing their project means that it is
not ready to show the parents at the
community event at the end of term).
This also serves to foster their own
intrinsic motivation and frees them
from the necessity to have an adult’s
approval and being under adult control.
(For more information and research
about this topic, check out Alfie Kohn’s
book Punished by Rewards.)
So how do we do this? We offer
freedom within limits. There must be
limits. In many ways, the classroom is
very much like a family unit and some
parenting principles can be applied
to classroom practice. In Nigel Latta’s
book, Politically Incorrect Parenting he
talks about setting limits for children,
which he calls ‘fences.’
“Kids need fences. Make rules, set limits,
and stick to them as hard as you can. It is
in the nature of children to move forward
until they come up against a fence. Some
kids need only to know that the fence is
there, others need to bang into it several
times, but all of them need it.
“A world without fences is a dangerous and
frightening place for a little person. Fences
say ‘You can go this far, but no further.’
Fences keep you safe and secure. Fences
help you figure out where your place is.
Fences keep out the bad stuff as well.”3
Those ‘fences’ are what keeps the
classroom functioning – like any
other society. In any workplace, group
or community, there is an agreed
set of rules and expectations that
are written and understood. It’s no
different in the classroom. Children
will push the limits, they need to, so
that they can understand and judge
for themselves where the boundaries
lie. By having clear, consistent and fair
expectations from the prepared adults
in the environment, the children can
continue their most important work of
being free to construct themselves.
See page 27 for references.
One of our goals as Montessori educators is to help children develop the skills to become independent, self-motivated and self-disciplined.”
We do not tell them what to think or how to think – we give them the tools to make their own judgements, reflections and decisions.”
13Montessori Voices SEPTEMBER 2018
But isn’t that imposing the adult’s will
on the children? No.
You don’t know, what you don’t know –
right? It’s the same with children.
We are in the classroom to keep them
safe, to ensure that we provide them
with the ‘keys’ (lessons, presentations
and inspirations) to unlock the universe.
Yes, we follow the child, but we don’t
follow the child off the edge of a
cliff. Maria Montessori stated during
a celebration of the anniversary of
the first Casa dei Bambini, “Anyone
who wants to follow my method must
understand that he should not honor me
but follow the child as his leader.”4
What about responsibility?
Where does that come into play?
We can’t teach children how to be
responsible, but we can help them
to develop this skill. We do this
by offering them presentations to
develop their love for learning and
providing the children opportunities
to practise their social and academic
learning in different ways. We also
observe the children so we can
understand what motivates them,
and what demotivates them.
By working with the children and
their wha-nau we are able to gain a
better understanding of who they
really are, so we can best serve their
needs. We give them tools so they can
develop a sense of community and
wha-nau in the classroom. Within any
successful classroom, the members
(students and teachers) have a
responsibility for themselves, their
environment, society and the wider
community as a whole.
“One can speak of a true community
only when each member of the group
feels sufficiently free to be himself or
herself, while simultaneously restricting
his or her own freedom for the sake of
adjustment to the group. It is in seeking
an optimal solution to this tension
between personal independence and
dependence on the group that the social
being is formed. Too much individual
freedom leads to chaos, too much
uniformity, imposed by adults, leads to
impersonal conformity or to rebellion.”
Mario Montessori, Jr.5
So, while constructing their own ‘social
being’ the children learn to put the needs
of many above their own individual
desires. This takes self-awareness,
independence and the freedom to
make mistakes in a safe environment.
It is through freedom that the children
develop responsibility, but it is only by
being responsible that the child is able
to be free within the classroom. “To let
the child do as he likes when he has not
yet developed any powers of control is
to betray the idea of freedom.”6
Therefore, freedom and responsibility
are like yin and yang.
Yin and yang can be thought of as
complementary (rather than opposing)
forces that interact to form a dynamic
system in which the whole is greater
than the assembled parts. According to
this philosophy, everything has both yin
and yang aspects (for instance, shadow
cannot exist without light).7
Without one there can’t be the other
– and together they form the most
beautiful, balanced and inspiring whole.
Read about Tesneem on page 29.
We can’t teach children how to be responsible, but we can help them to develop this skill.”
Montessori Voices SEPTEMBER 2018
AT SCHOOL
14
AT SCHOOL
The Remakery – Refuge Project
SARAH-JANE LAMBIE DESCRIBES HOW THE ADOLESCENTS AT WA- ORA MONTESSORI SCHOOL HAVE FOUND A MEANINGFUL WAY TO CONTRIBUTE TO THEIR COMMUNITY.
From my perspective, no stage of the
journey from childhood to adulthood
is more complex and challenging than
that Dr Maria Montessori called the
third plane of development. In these
years, 12 – 15 year-old adolescents are
beginning their transition into the adult
world. Their bodies are going through
tremendous change, they are wanting
to take on more adult-like roles,
relationships and responsibilities; they
are seeking more independence; and
what their peers think, and are doing,
takes on a whole new level of influence.
The third plane of development is
also a very emotional time; a time
when energy and passion for righting
the wrongs in the world, and being
active in a cause, is high. By working
alongside adolescents and supporting
them to participate meaningfully
in the world outside their family
and peer communities, teachers
are helping the adolescent towards
‘valorisation,’ a concept Dr Montessori
coined to mean the “internal and
external validation of personality.”
She said: For a healthy, confident entry
into adult society, the young person
must feel that he [sic] can contribute in a
meaningful way to the community and see
that value reflected back upon himself [sic].
This is one of the main reasons
community service is an intrinsic
part of a Montessori adolescent
programme. It:
• meets the needs of this age group to
support big service ideas, and issues
in the greater community... and out
to the whole world;
• empowers adolescents to know they
can make a difference;
• encourages them out of a tendency
to egocentricity, to see beyond
themselves and further develop
empathy and compassion;
• encompasses the adolescent’s
preference for work that requires
physical activity;
• provides another opportunity for
adolescents to work freely and
independently, with minimum
guidance and direction from the
teacher;
The third plane of development is also a very emotional time; a time when energy and passion for righting the wrongs in the world, and being active in a cause, is high.”
Montessori Voices SEPTEMBER 2018 15
• helps adolescents understand
their place in society and to find
opportunities to contribute to
society;
• and it makes them feel really good
about themselves!
An example of how community service
work contributes to the development
of adolescents is happening at Wa- Ora
Montessori School in Naenae, Lower
Hutt. The Remakery – Refuge Project
is one of several service work projects
happening during community work
time in this environment.
Our story begins earlier in the year,
when I took my occupations1 group on
a field trip to The Remakery Common
Unity Aotearoa2 as part of a food waste
unit. The students were deeply moved
by what they saw happening there
and inspired by the way in which the
coordinators have turned traditional
language, practices, and attitudes
associated with charitable giving,
into something empowering and
very special; something that values,
supports and grows all those involved
as equals.
Back at school, the students couldn’t
stop thinking or talking about what
we had seen and learned so began
exploring ways in which they could
be part of this positive movement.
First off, the students started a food
contributions basket into which
members of the Wa- Ora Montessori
School community are invited to
donate non-perishable, nourishing
foods. When the basket is full, students
deliver it to The Remakery Share Store
– a place where anyone in need of food
can call in for supplies and leave with
their dignity still intact.
From there, some of us went back to
The Remakery following our school visit
and got talking about, and planning,
other possibilities. Some of our students
with barista training could gain
experience while helping out at Koha
Coffee; others who love to sew could
join the sewing collective; maybe some
students could go help with gardening
and odd jobs during community work
time – enthusiasm and ideas were
flying; the possibilities seemed endless!
During this conversation, Julia Milne,
founder of Common Unity Aotearoa,
talked about wanting to develop her
idea of sharing vegetables produced by
Rimutaka Prison inmates, along with
her knowledge that Women’s Refuge
would love to be able to offer ready
to eat meals to women and children
when they first arrive seeking that
organisation’s support. She explained:
“As part of the rehabilitation process,
inmates working in the prison vegetable
gardens could be giving back to the
community and restoring, within
themselves, a sense of self-worth.”
Interest in being involved with The
Remakery was still very much alive
among the food waste students – even
though our unit had finished – and
had spread to others in the class. We
formed a small project team and went
back to Julia with an offer to make 60
freezer meals for Women’s Refuge
every fortnight.
This is where micro-economy, another
curriculum area specific to a Montessori
adolescent programme, gets involved.
In this subject, students create and
manage small, profitable, businesses.
Among other things, students are
introduced to best practice ideas such
as business-related social responsibility.
At Wa- Ora Montessori School,
The students started a food contributions basket into which members of the school community are invited to donate food. When the basket is full, students deliver it to the Remakery Share Store – a place where anyone in need of food can call in for supplies and leave with their dignity still intact.”
See page 27 for references.Montessori Voices SEPTEMBER 201816
AT SCHOOL
adolescents explore, and practise,
different ways of using a percentage of
the profit they make in micro-economy
to ‘give back’ to society.
By tapping into this practice, The
Remakery – Refuge Project team
got agreement from the class to use
a percentage of the profit we make
in micro-economy to purchase base
ingredients. Combined with fresh
produce we receive from Rimutaka
Prison, students make a range of
simple, cost-effective, nourishing,
delicious, heat and eat meals for
Women’s Refuge during community
work time. The meals are delivered
with recipe cards, so they can be made
in the future by the recipients.
Energy for this project continues to be
strong indeed. Participating adolescents
have been making and delivering meals,
as promised, since April this year.
Generally speaking, they use plant and/
or dairy-based protein; occasionally we
use donations of small goods meats, to
enhance the flavour of dishes.
At the insistence of the students, we
have extended our contributions to
include as-healthy-as-possible sweet
treats for lunch boxes along with
puddings and custard.
Although the feedback we receive from
Common Unity Aotearoa and Women’s
Refuge is wonderfully positive and
rewarding, the most touching aspect of
this work – for me – comes from seeing
the students hard at meaningful work,
and keeping it real by acknowledging
that the rewards are equally shared by
all those involved: women and children
have meals on hand when they arrive,
usually in crisis, at Women’s Refuge;
prison inmates are gardening and
producing something tangibly good for
the wider community; the adolescents
involved feel proud of what they are
contributing to the community while
they develop skills that will serve
them well in their own lives. As the
teacher privileged to be supporting
this project, I get to experience a sense
of meaning that enriches my spirit
and my life immensely.
The Remakery – Refuge Project team
now meets regularly with Remakery
staff to manage the project and plan for
future development. Our dream is that
word will spread to other schools and
they will join in. Before long Women’s
Refuge could be receiving more meals,
more frequently, and more adolescents
could be experiencing the benefits
of participating in this meaningful
community work.
Read about Sarah-Jane on page 28.
AT SCHOOL
The adolescents involved feel proud of what they are contributing to the community while they develop skills that will serve them well in their own lives.”
Children’s voices“This place (The Remakery)
is so cool. I love helping.”
Neha, age 14
“The Remakery is
amazing and it is
good to be helping
them help others.”
Hunter, age 14
“We take for granted
how much food we have
and for some people in the
world it’s not like that.”
Cashel, age 12
“It makes me feel good to know I’m
helping someone.” Tori, age 12
“I feel good when we drop the food off and we all know the women in need have food.” Aaria, age 13
“I think it’s good to turn
vegetables from the prison
into something well meaning.”
Alexander, age 14
“It makes me feel
better when I know
people in need are
getting food.”
Olivia C, age 12
Montessori Voices SEPTEMBER 2018 17
AT HOME
Hanging around
PAUL SCANLAN, MERAKI MONTESSORI SCHOOL, AUCKLAND, DISCUSSES HOW GIFTING MONKEY BARS TO HIS ELDEST DAUGHTER IS AIDING THE DEVELOPMENT OF MUCH MORE THAN JUST GROSS MOTOR SKILLS.
Monkey bars. There is just something
about this very simple but effective
piece of equipment. I got my eldest girl
a set for her sixth birthday, I wish I had
got them sooner. I have seen a huge
change in her and her sister ever since.
A child’s hands are the most powerful
tool for learning. Montessori wrote in
The Absorbent Mind, “the hand is the
instrument of the mind… it is the work
of the hand that is in direct connection
with man’s soul.”
With an increase in bar time I have
also noticed an increase in writing
time for both girls. Most of us now
know the importance of fine motor
control particularly when it comes to
handwriting but let’s look at something
different in relation to the bars.
The benefits of monkey bars have been
well documented and a quick search
on the internet can inform readers.
I thought it would be more interesting
to look at the Human Tendencies in
relation to this simple but effective
piece of equipment.
The human tendencies are predisposed
innate urges, belonging to the individual
by their very nature, that make us
interact with the environment and
find what is needed to survive and
develop. Below are some of the human
tendencies in relation to the bars.
Firstly, exploration. Children are
naturally exploring this equipment;
they seem to be drawn to it. The child’s
curiosity is natural. The tendency to
explore describes how we find out about
the environment. Through exploration
of the bars children learn from their
discoveries. Furthermore, their
exploration is intertwined with curiosity.
Children explore with activity and
movement and are very curious with
the bars as they set new goals and
explore. Curiosity is sometimes known
as the spirit of enquiry and is the
need and want to find out more or to
explore. As this happens the tendency
to develop creative imagination kicks
in as they find new ways to solve
problems on the bars.
The need to move in response to an
interest and this comes from a need to
engage in activity that is purposeful.
Activity is the ability to move which
involves both the mind, body and
spirit. It is both purposeful and
meaningful. By acting and interacting
with the bars children are learning to
further their own self-development.
One of the first things I noticed was
that their concentration was so intense
while they practised. Concentration
is seen when attention is focused on
one thing. But it is rarely sufficient to
accomplish something new without
repetition. So, their tendency to do
the activity over and over again is
required until perfection is achieved.
This is evident looking at the blisters
on their hands!
The blisters on the hands makes me
think about their tendency to self-
control or their ability to decide if we
are happy or satisfied with our work.
See page 27 for references.
Activity is the ability to move which involves both the mind, body and spirit. It is both purposeful and meaningful. By acting and interacting with the bars children are learning to further their own self-development.”
Montessori Voices SEPTEMBER 201818
AT HOME
Sometimes the blisters say take a break
but they just have to keep practising.
They practise over and over until each
goal is perfected. Repetition makes
perfection possible. When there is
sufficient motivation to do an activity
over and over again until it is right,
we call it repetition. Repetition simply
means the act of repeating something,
and to seek perfection we have a
tendency for repetition.
This freely chosen purposeful activity
also comes with the tendency to
perfect it. Perfection is the natural
desire to improve and enables us to
find satisfaction in personal growth
and a desire to perfect. Perfection is
simply a stage which is sought on the
way to achievement.
On the way to achievement the
tendency to calculate is very noticeable
on the bars. They work out how much
of something is needed. This tendency
has naturally motivated the behaviour
of children on the bars to exceed their
current level of achievement. It helps
to adjust, refine and improve tasks and
also makes it possible for the mind to
work mathematically.
I watch my girls at the park as they
observe other children on the bars.
They watch and then imitate.
This is the need to observe and follow.
They have imitated just long enough to
acquire a new skill and then have the
ability to modify it and make it unique.
Lastly, I love the tendency to be
gregarious or the need to feel you
belong, a sense of belonging to a
group, oneness, and kinship when
thinking about the bars. This tendency
motivates us to be connected to others
in the environment. The bars even
encourage relationships with others.
Monkey bars are a great way for
children to develop gross motor skills
and visual hand eye co-ordination
as they learn to swing from one bar
to the next. Children are developing
their core strength and these are the
muscles that must develop before the
finer muscles.
The effect on their confidence has had
an enormous effect on their self-belief
as they concentrate, practise, persist
and build confidence. Through hard
work, persistence, perseverance, and
practise they have become children
who believe they can!
Read about Paul on page 29.
The hand is the instrument of the mind… it is the work of the hand that is in direct connection with man’s soul.”
This manipulative calendar allows children to touch the year and understand the passage of time. It would make a wonderful addition to a Montessori birthday celebration with a small candle placed in the wooden bowl.The set includes 12 coloured ‘Nins’ to represent the months and seasons of the year; a wooden platform divided into four sections to represent the seasons; a beech wood bowl and two beech wood number cubes to represent the days.
www.everyeducaid.nz
New Perpetual Calendar!
www.nienhuis.co.nz
Montessori Voices SEPTEMBER 2018 19
20
AT HOME
Curiosity in life
SHARON UDY, WA- ORA MONTESSORI SCHOOL, WELLINGTON, HAS WRITTEN THIS DELIGHTFUL ARTICLE OF HELPING TO DEVELOP SKILLS FOR LIFE IN HER TAMARIKI.
Well, it’s happened. My children
have reached the point where they
physically fight. It hasn’t happened
often, and so far this has been limited
to a few pushes and maybe one of
them hitting – no serious injuries! – but
nevertheless it has started and I get the
feeling it may not stop any time soon.
I have been working on a few different
strategies to cope with this, and I’m
getting better at leaving them to work
out problems for themselves. I have
tried using humour and exaggeration
(suggesting we call the police about
the one who transgressed, or call an
ambulance for the one who is very
mildly hurt) and this has worked at
times. On other occasions, they have
been too upset to respond to humour
and I have suggested they take some
time apart, have a cuddle with me if
needed, and we talk about it when they
have calmed down.
I don’t want to get involved every time
they have problems, so I am keeping
in mind my long-term goals – I want
them to be capable, confident and
compassionate. I want them to know
that they can work things out for
themselves, after all, “Every unnecessary
help is an obstacle to development”
but also to know where they can find
help if needed.
I have told them that I don’t like seeing
them fight each other, and that I will
not help them if they make the choice
to fight. They are not enjoying the idea
that I will not help them sort out the
issue, or help them if they get hurt, but
I think it is important to allow them
to solve the problems as best they can,
and only come to me as a last resort.
Of course, I also want them to be
compassionate and empathetic, so we
are having more discussions about
how other people feel, and all the ways
in which we can help others. I was
thrilled when Christina (at age six) and
her friend Mischa (five) got together
recently to organise a PJ Fun Day at
school. All students were invited to
wear pyjamas, and bring a donation
of money or goods for a local charity
(toothbrushes and toothpaste, pyjamas,
bags, soap, shampoo and other goods
for children going in to foster care).
The girls were fortunate to be helped by
a student at our High School, and they
were amazed at how much was donated.
At lunchtime on PJ Fun Day, Christina
looked around the primary playground
at all the students in their onesies and
pyjamas and said, “Wow Mum, all
these people are in their pyjamas just
because of Mischa and me!”
What an amazing way to experience
the joy of helping others and
contributing to society, at such a
young age.
Both Christina and Semi have been
participating in gymnastics this year.
I’ve never been a gymnast, or even
close to it, but I was very keen to get
them involved in order to help develop
core strength and flexibility for
whatever sports they want to try later.
All students were invited to wear pyjamas, and bring a donation of money or goods for a local charity (toothbrushes and toothpaste, pyjamas, bags, soap, shampoo and other goods for children going in to foster care).”
Montessori Voices SEPTEMBER 2018
21
This has been a really interesting
experience as I watch my headstrong,
independent and very active children
being told to sit still and listen to
instructions, then only work on the
equipment they have been allowed
to work on. Both of them really
had difficulty with this for the first
few weeks!
I was actually feeling quite
embarrassed by Christina’s behaviour,
as it seemed she wasn’t listening to
the coaches a lot of the time. As I
was wondering if I should apologise
to the coaches, or talk with her and
suggest she apologise to them, one of
the coaches let me know that this is
totally normal and that almost all the
children go through this as they settle
in. I was relieved to know it’s not just
my children! After lots of discussions
about the importance of following
instructions and keeping everyone safe
in this environment, their behaviour
has gradually improved.
Christina has also started rock climbing
recently. She is absolutely loving it,
and has been challenging herself to go
higher and higher each time. The most
interesting part of watching her (I have
been belaying – controlling the rope
as she climbs) is listening to her talk to
herself as she goes higher. She has a
mantra – look up, make a plan – which
she repeats every few metres. She
also occasionally looks down and tells
herself something like “I can’t do it!” but
almost always follows it immediately
with something positive like, “Yes I can,
I’ll keep trying.”
On her third visit to the centre, she
was about three metres below the top
of the wall, and told me she wanted
to come down. I asked if she was
sure, as she was very close to the top.
She called down to me, “I know I’m
close, but I want to come down. I can
definitely do it next time!” and asked
me to let her down. The next time,
she went straight to the top without
hesitation. She was so proud of herself
when she got to push the button at the
top of the wall to get a photo! She came
down from the wall, then immediately
said, “I’m going back up!” and climbed
up again for more photos.
One of the best parts of all of this was
that Joe and Semi were there to watch
as she went to the top for the first
time. Semi was calling out to her as
she went: “You’re up so high Christina!
Keep going Christina! You can do it. Go
faster! Push the button Christina!”
Another interesting aspect of taking
Christina to the rock-climbing gym
is the questions it has brought up
for her. She has asked me, and at my
suggestion sometimes asked staff
members, who is the oldest person who
is still climbing? What is the record
for highest climb? What is the highest
you have climbed? What’s been your
scariest climb? And many others, too.
Fortunately, she is getting better at
picking times that staff members are
not too busy before she asks, and
the staff have been very patient and
gracious with answering her questions.
She asks questions like this of the
coaches when we go to gymnastics,
she asks staff at shops and restaurants
about the premises, the goods or
the food – it is never ending. It has
made me wonder about whether she
would have this much curiosity about
everything she does, were she not in a
Montessori environment. She is now
six and a half, so if I had not known
about Montessori she would likely
have been in a state school for a year
and a half. Would she still be as curious
as she is? Would she have learnt
that it’s easier not to ask too many
questions, but just to do what everyone
else is doing? Actually, maybe in a non-
Montessori environment she would be
better at sitting still when required, but
if that is the case, I’m happy for that to
be the trade off!
“We must help the child to act for himself,
will for himself, think for himself; this is
the art of those who aspire to serve the
spirit.” Dr Maria Montessori; Education
for a New World, p69.
Read about Sharon on page 29.
It has made me wonder about whether she would have this much curiosity about everything she does, were she not in a Montessori environment.”
AT HOME
Montessori Voices SEPTEMBER 2018
The newspaper composts and becomes
part of the soil within no time!
The Wooden Flower Press allows
children to collect and preserve their
botanical finds to enjoy later as framed
art or as part of a nature journal.
Pollinators are essential to a garden
and with declining bee populations
worldwide, now is the time to plant
bee-friendly flowers and set up a
backyard bee colony! Every Educaid
has two specially designed bee houses
for back yards or school gardens.
Both the Leafcutter Bee House and
Leafcutter Bee Cocoons and the
Bumble Bee Abode and Bumble Bee
Live Colony can be pre-ordered now
for delivery in Spring.
The Bee Friendly Wild Flower Seed
Mix encourages birds, bees, butterflies
and other beneficial insects in a
garden. The Bird, Bee & Butterfly
Nectar can be used to supplement their
diets in cooler months when there are
no fruits or flowers available.
Read about Sarah on page 29.
22
AT HOME
Earth friendly spring activities
SARAH BOWMAN, EVERY EDUCAID, SHARES ITEMS WHICH ENCOURAGE FROM TAMARIKI, A LOVE OF THE GARDEN.
“The land is where the roots are.
The children must be taught to
feel and live in harmony with
the Earth.” Ref: Gilder, S.A.
(2009). Montessori by Nature.
Montessori Life, 21 (4), 34 – 37.
Spring provides the perfect opportunity
to garden and allows children to
connect directly with the Earth!
Every Educaid has a collection of
garden tools in a range of sizes that
are perfect for small hands, as well as
wooden paper pot makers and wooden
flower presses.
The ingenious Paper Pot Maker
combines recycling and fine motor
skills as children use old newspapers
to make paper plant pots. Fine motor
skills are also required to transfer soil
to pots, plant the seeds and to keep the
pots watered. Once the seedlings are
big enough, the pots can be planted
directly into the soil, ensuring the roots
are not disturbed in the process.
Every Educaid has an extensive selection of
Living World resources. See www.everyeducaid.nz
Montessori Voices SEPTEMBER 2018
Matariki at Inspiring Minds Montessori Preschool
We had a wonderful Matariki
celebration this year, and it was
whanaungatanga, manaakitanga and
kotahitanga that made it so special.
The children were excited to see
their families gathering together in
the centre, and we all got to know
one another with food, fun and
waiata. To us, this is the essence of
whanaungatanga, sharing experiences
and working together. The children
showed manaakitanga, or care,
towards guests, creating a spirit of
unity – kotahitanga.
It is reciprocity, or tauutuutu, that
underpins all these values. We felt
this in the atmosphere of generosity
and goodwill the children created
with their sincere ‘heart song,’ which
they sang for guests. Mel (one of our
teachers) brought her kapa haka group
to perform for us, and in reply to their
performance, the children sang this
song – the visitors were very touched.
It is the well-known song, Tai aroha,
but Mel’s friends had not seen our
actions before, which really came
from the heart. The children were
star-struck, seeing Mel in a different
role, performing kapa haka. When
it was time for the haka, the boys
stood completely still, some with their
mouths open! When the children sang
their reply, the kapa haka group gave
them a standing ovation – all part of
the generous spirit of tauutuutu.
Then we all sang a very loud and
rousing version of Tutira mai nga- iwi,
standing together as one.
When we were practising the many
songs for Matariki, the discussions
about what they meant were really
special. Me whakaiti ta-tou is another
song about whanaungatanga,
manaakitanga and kotahitanga, but
what does ‘whakaiti’, or humility, mean?
The children settled on ‘listening
to each other,’ and there was a real
wisdom to their simple answer. With
‘the heart song’ we talked about how
love never runs out. It isn’t a pie to be
divided, but a deep well-spring within
our hearts; the more it flows, the more
clearly it runs.
The children showed their spirit by
carefully preparing for the Matariki
celebration. We made stars, and then
decorated the centre. We collected food
from the centre garden, and wha-nau
gardens, and Phyllis saved an extra
special pumpkin from her garden for
our traditional pumpkin soup. After
the kapa haka group performed, we
shared kai, including combining the
third birthday for our centre.
This year, the children took ownership
of Matariki, with the older ones, who
remembered the previous year(s),
leading the way. It reminded us of this
whakatauk , or proverb: “he waka eke
noa,” (“the canoe we are all in, without
exception”). Maria Montessori also said
“we shall walk together on this path
of life, for all things are part of the
universe and are connected with each
other.” We had a real experience of
togetherness this year – we hope
that it will last throughout the year,
for us, and for you, too!
Maaike Bendall, Inspiring Minds,
Palmerston North, New Zealand.
We shall walk together on this path of life, for all things are part of the universe and are connected with each other.”
23
COMMUNITY
The realisation of a vision for the Courtyard Montessori Preschool
Courtyard Montessori Preschool has
operated on its current site since 1990 and
prior to that at the old Teacher’s College
site in Peterborough Street (from 1980 –
1990). It is one of the oldest Montessori
preschools in Aotearoa. Through its
popularity, it quickly outgrew the site
at the Teacher’s College and through
the determined efforts of parents and
educationalists purchased a beautiful
villa nestled on a 1500 square metre site
on the southern side of Christchurch.
Over the years, the preschool has
catered for hundreds of children
between the ages of three and six years
of age with the community sitting very
much at the heart of the preschool, and
in return fostering the development
of a strong vibrant and inclusive
community. As a community-based
Montessori preschool the intention is,
and always has been, to celebrate the
philosophical identity and uniqueness
of the centre standing proud in the
service provided to the wha-nau, and
wider community and to keep this going
for the next generations of children.
It was within the framework of this
ethos that the preschool’s management
and Board of Trustees recognised
the time was right for change and
adaptation to extend Montessori
education to younger children within
the community and extend the opening
weeks of the preschool during the year.
The old quarter-acre section from
yesteryear provided ample space for
building on without detracting from
the garden setting.
The new, purpose-built classroom has
been designed specifically to suit both
the educational and caretaking needs
of the younger group. It is attached
to the existing homestead in such a
way that it is both sympathetic and
complementary to the villa that serves
as one of the classrooms. It is light
and airy, and the doors lead out on
to the landscaped garden. The new
environment is a lovely sunny place
for children to develop their own
sense of wellbeing and belonging in
conjunction with learning basic skills,
and routines for when the time comes
to transition in to the three to six
classrooms.
The conclusion of a dream and lots of
work came to pass when we opened
at the beginning of December 2017,
celebrating the official opening at
the beginning of March with Ruth
Dyson (MP) officiating and the local
Somerfield School kapa haka group
performing beautifully. Our own
children also sang waiata whilst
hoisting our New Zealand flag.
It was certainly a day to remember and
we are thrilled to be servicing a greater
part of our community.
Shelagh Powell, Courtyard Montessori,
Christchurch, New Zealand.
As a community-based Montessori preschool the intention is, and always has been, to celebrate the philosophical identity and uniqueness of the centre standing proud in the service provided to the wha-nau, and wider community.”
COMMUNITY
24 Montessori Voices SEPTEMBER 2018
Trillium Montessori School believes that it is vital to teach children the importance of giving back to the larger community which we are all a part of.”
There are many ways to give back to the community and tamariki were informed that donating time can be just as valuable as donating money.”
Pyjama day: Teaching children about giving
On the last Friday of June, on a typical
frosty Canterbury morning, there
was an unusual amount of flannel at
Trillium Montessori School. As the
children rolled into preschool in their
fluffy robes and decorated onesies,
the Pyjama Day celebrations were
well under way. The tamariki were in
giggles and adored the novel occasion
to attend school in their night clothes
for the day. To celebrate, we had a
lunchtime indoor picnic and read
bedtime themed stories together.
The kaiako, who too embraced the
festivities, took this opportunity to
teach the a-konga about charitable
values and being a responsible citizen.
Undoubtedly, this was the main event
and purpose of our Pyjama Day.
Trillium Montessori School believes
that it is vital to teach children the
importance of giving back to the
larger community which we are all
a part of. As children mature, they
begin to understand and respect the
fact that individuals have feelings,
ideas and emotions of their own. The
development of a sense of empathy is
the foundation for charitable actions.
During our mat time, children had
the opportunity to place the gold coin
donations they brought from home
into the charity box, which was to
be given to Cholmondeley Children’s
Centre. Better known as Chum-lee, the
tamariki learned that this foundation
provides care and education to children
whose families are experiencing stress
or crisis. They aim to give children the
opportunity to build their resilience in
a safe and nurturing environment.
There are many ways to give back to
the community and tamariki were
informed that donating time can be
just as valuable as donating money.
At the group discussion, tamariki were
prompted to think of other items they
could donate such as old / new toys,
school supplies and clothing to children
just like themselves, who are in need.
We may look into this later in the year
as a continuation of giving.
Many of our children and their
wha-nau found this to be a rewarding
experience. Our gratitude goes out to
all those who participated and enabled
our Pyjama Day celebrations to be a
success. It was enjoyed by all!
Trillium Montessori School,
Christchurch, New Zealand.
Montessori Voices SEPTEMBER 2018 25
COMMUNITY
Marshwood Montessori celebrates Chinese New Year and Lantern Festival
Celebrating cultural festivals in the
Montessori classroom helps children
understand that people come from
different cultural heritages and have
different stories and perspectives. This
fosters respect and interest in diverse
cultures, and the children themselves
further develop positive self-esteem
and pride in their own ancestries
and heritage. Maria Montessori was
truly a passionate advocate of world
peace, and declared that “Averting war
is the work of politicians; establishing
peace is the work of education.” By
celebrating cultural diversity through
such occasions, children learn about
different cultures and traditions in an
enjoyable way and these are valuable
as children learn and develop an
awareness, understanding and respect
for people from different cultures.
The Montessori curriculum strives to
strengthen the connections between
life and the classroom environment,
and at Marshwood Montessori
Preschool, through significant
celebrations and hands-on activities
the children are offered opportunities
to personally interact with and
experience some of the diverse cultures
of the world. Families are encouraged
to share aspects of their cultures
through photographs and so on, and
through activities such as making
sushi or dumplings, cultural events
are celebrated together. Members
from the community are also included
and invited to showcase cultural
performances which feature various
languages, stories, music and dance.
At Marshwood, there are quite a few
children from the Chinese community;
to enable them to feel welcomed and
respected, and to foster the children’s
sense of belonging in their heritage
and identity, we celebrate significant
Chinese festivals. This year, the
Chinese New Year started with the
New Moon on 16 February 2018,
marking the first day of the Year of
the Dog. We celebrated the festival
by making art and crafts, and inviting
Chinese parents to teach and guide
us all in making traditional food such
as dumplings and wontons. The final
day of the celebrations this year fell
on 2 March 2018; on this 15th day, the
Lantern Festival is celebrated at night
with lantern displays, where children
also carry lanterns in parades.
The children were encouraged to
explore all the celebrations of the
Chinese Lantern Festival, and they
learnt to make red paper lanterns,
which are symbols of reunion and
prosperity. As a Chinese-speaking
teacher, I organised and planned the
activities for the celebration, and taught
the children a simple catchy Mandarin
song, which they demonstrated a keen
interest in. I invited two groups of
New Zealand Chinese cultural dancing
groups to perform for the children and
wha-nau, and they kindly performed
several Chinese traditional dances.
The children and wha-nau showed
immense captivation by the ethnic
costumes and movements. For the
last song, the association members
invited the children and wha-nau to
join in the dance. We hope they all
enjoyed themselves! As a finale, our
children performed the song Xin Nian
Hao (Happy New Year) for everyone.
Some of the children sang through the
entire Mandarin song and we could see
they were very pleased and proud of
themselves as the families clapped and
cheered for them.
To end the event, a locally-based
Chinese calligrapher was also invited
and he kindly wrote the children’s
names in Mandarin! The children and
wha-nau were excited and stood in line
to wait for the calligraphy, and showed
pride and keen enthusiasm in learning
how to pronounce their names in
Mandarin. This event gave our Chinese
community members the opportunity
to share their culture and traditions
with all the families at Marshwood
who are from many different cultures.
Vivian Gu, Marshwood Montessori,
Auckland, New Zealand.
At Marshwood Montessori Preschool, the children are offered opportunities to interact with and experience some of the diverse cultures of the world.”
26
NEWSBOARD
References
Tipu Montessori, Auckland
ECE qualified teacher. E: [email protected]
Smart Start Montessori Preschool, Auckland
Montessori ECE qualified teacher. E: [email protected]
Coast Montessori Preschool, Auckland
Montessori ECE teacher. E: [email protected]
Huapai Montessori, Auckland
Primary teacher. E: [email protected]
Fountain City Montessori, Hamilton
Registered Montessori preschool teacher. E: [email protected]
New Plymouth Montessori School, New Plymouth
Montessori head teacher outdoor 3 – 6.
Inspiring Minds Montessori Preschool, Palmerston North
Qualified ECE teacher. E: [email protected]
Wa- Ora Montessori School, Lower Hutt
Early childhood teacher. E: [email protected]
Capital Montessori School, Wellington
Assisting teacher – Montessori. E: [email protected]
Montessori @ Otari Preschool, Wellington
ECE Montessori teacher. E: [email protected]
Montessori Children’s House Miramar, Wellington
Part-time ECE teacher or student.
Details at: www.montessorichildrenshouse.co.nz
City Heights Montessori, Dunedin
Montessori ECE qualified teacher.
Situations vacant
ALL VACANCIES ARE LISTED IN FULL AT WWW.MONTESSORI.ORG.NZ/JOBS-NZ
Page 12 Freedom and responsibility in a Montessori classroom1 https://en.oxforddictionaries.com/definition/freedom
2 Lillard, Paula Polk. Montessori Today: A Comprehensive
Approach to Education from Birth to Adulthood. New York:
Schocken Books, 1996 Print p3
3 Latta, Nigel. Politically Incorrect Parenting. New Zealand:
HarperCollinsPublishers, 2010 p23
4 http://montessoriteacherscollective.com/words.html
5 Rue, Jamie. Teacher Workshop Notes & Handout. Auckland,
June 2018
6 Montessori, Maria. The Absorbent Mind. Oxford: Clio Press,
1988 p. 187
7 https://en.wikipedia.org/wiki/Yin_and_yang
Page 16 The Remakery – Refuge Project1 Dr Montessori observed that adolescents are most likely to
engage in academic study when it is linked to purposeful,
‘real’ work. At Wa- Ora Montessori School, the adolescent
programme seeks to support this tendency by teaching
science theory (biology, chemistry, physics) in ways that
integrate hands-on projects
2 https://www.commonunityproject.org.nz/
Page 18 Hanging around
Montessori, M. (1966). The Secret of Childhood, New York, NY,
Ballintine Books
Montessori Voices SEPTEMBER 2018 27
Relda Hermann / Contributor
Relda started working at Wa- Ora Montessori School in 2014, having already been a part
of the parent community for a few years before that. She handles all marketing and
communication for Wa- Ora. She enjoys the variety of her role and working with a very
professional and passionate team. She has three children, all attending Wa- Ora, and in
her spare time enjoys outings with her family, gardening, reading and spending time
relaxing on her peaceful lifestyle property.
Sarah-Jane Lambie / ContributorSarah-Jane has been working at Wa- Ora in various part-time teaching roles since 2011. She has a Bachelors Degree of Arts, a Graduate Diploma in Teaching and a Masters Degree
of Library and Information Science. She is the Micro Economy Teacher of the high school
and the sports coordinator. Sarah-Jane enjoys the special sense of commitment, community
and belonging at Wa- Ora, both as a teacher and as a parent of the school. Her children are
in the adolescent class. Her interests include gardening, reading and netball. For relaxation
she loves bush walking, listening to music and practicing yoga.
Mamira Ali / ContributorMamira is the Head of School at Montessori House of Children, which opened three years ago. Mamira has recently opened her second centre in Hamilton. As a child,
Mamira attended Montessori schools in Pakistan and her children have all attended
Montessori schools. Mamira stood for MANZ Council at the 2014 AGM, was co-opted
by MANZ Council and elected onto the Council in 2015.
Carli Hausler / Columnist
Carli has been a 0 – 3 Montessori guide since 2010. She completed her AMI Assistants to
Infancy diploma at Montessori Northwest in Portland. She currently works in Auckland.
“I love my work more and more with each passing day – it is a privilege to be journeying
alongside so many wonderful children and their wha-nau. Every day is a new adventure
filled with joy, discoveries and possibilities.”
THE GIFTED WRITERS BEHIND THIS ISSUE OF MONTESSORI VOICES.
Contributors & columnists
CONTRIBUTORS & COLUMNISTS
Montessori Voices SEPTEMBER 201828
Carol Palmer / ContributorOriginally from the UK, Carol Palmer has lived in New Zealand since 2006. She completed her
AMI training with Carla Foster in 2015 and currently teaches 9 – 12s at Wa- Ora Montessori
School in Lower Hutt. She is an enthusiastic craftsperson, president of her local fibre-craft
guild, wife, and mother of two wonderful children. She is absolutely (obsessively) passionate
about the importance of handwork in education.
CONTRIBUTORS & COLUMNISTS
Tesneem Couper / Columnist
Tesneem is a Montessori teacher and parent. She is most comfortable working with
primary aged students and has grown up with Montessori. Tesneem spent all of her
summer holidays at her aunt’s Montessori school, just outside of Toronto. What she loves
most about Montessori is the focus on following the child’s needs, and developing strong
relationships with students and their wha-nau.
Paul Scanlan / Columnist
In a distant land, there once lived the Scanlan family. They were passionate about a
philosophy called Montessori. This consumed Paul’s (the father) time as he constantly
enrolled for degrees, diplomas and certificates. The mother of the family, Jonelle, who was
also a teacher, sold her business to care for their children. The parents find that they both
learn from their children on a daily basis. One day the father took a job at a school called
Meraki Montessori and together with the other staff and families, worked on building an
empire of quality Montessori education. It would be a great end to the story if the Scanlans
lived happily ever after. However, this is yet to be seen. Currently their children Quinn (5)
and Camryn (3) go to Totara Hill Montessori while Jonelle dabbles in all sorts of business
ideas. The father is trying to resist enrolling in another AMI qualification while he guides
the children in the classroom in Montessori education.
Sharon Udy / Columnist
Sharon has been a teacher at Wa- Ora Montessori School since 2008 having graduated with
a Montessori Diploma in 2007. In 2010 she furthered her study with an AMI Teaching
Diploma. She loves the respectful and vibrant classroom communities at Wa- Ora and
the family involvement. Her life is reasonably busy with two young ones but in her odd
free moments enjoys reading, listening to music, playing the guitar badly and baking
reasonably well!
Sarah Bowman / ColumnistSarah and her husband Richard own Every Educaid, the New Zealand Education Specialist. Every Educaid are the exclusive supplier of AMI approved Nienhuis Montessori materials
in New Zealand. They specialise in resourcing new Montessori classrooms, schools and
preschools and have also been supplying beautifully crafted educational materials to parents
since 1974. Every Educaid have been the gold sponsor of MANZ since 2011. Sarah trained as
a dietitian and is a passionate foodie, food writer and founder of ‘Soul Food Camps’ cooking
school for children. She and Richard have four children.
Montessori Voices SEPTEMBER 2018 29
AUCKLAND
Acorn Montessori Children’s House, 7 Kawerau Ave, Devonport. (09) 445 4500. [email protected]. www.acornmontessori.co.nz
Aranui Montessori Preschool, 17 Chartwell Ave, Glenfield. (09) 443 7378. [email protected]. www.aranuimontessori.co.nz
Casa Montessori Preschool, 1 Larch St, Avondale. (09) 828 4967. [email protected]. www.casamontessori.co.nz
Coast Montessori Preschool, 42 Silverdale St, Silverdale, North Auckland. (09) 427 5544. [email protected]. www.coastmontessori.co.nz
Eastern Suburbs Montessori Primary School, C/- Glendowie School, 217 Riddell Rd. (09) 575 7434. [email protected] www.montessoriprimary.school.nz
Glendowie Montessori Preschool, 227 West Tamaki Rd, Glendowie. (09) 575 6453. [email protected]. www.glendowiemontessori.net.nz
Golden Grove Montessori Primary, 57 Grey St, Onehunga. (09) 636 4461. [email protected]. www.goldengrove.school.nz
Huapai Montessori at Huapai District School, 40 Station Rd, Huapai, (09) 412 5042. [email protected]. www.huapaimontessori.org.nz
Kohimarama Montessori Preschool, 36 Allum St, Kohimarma (09) 528 7970. [email protected]. www.kohimontessori.co.nz
Koru Montessori, 21 Kapiti Pl, Sunnynook. (09) 410 9535. [email protected]. www.korumontessori.co.nz
Kumeu Montessori Preschool, 8 Grivelle St, Kumeu. (09) 412 9885. [email protected]. www.kumeumontessori.co.nz
Learning Edge Montessori Preschool, 2 Sunray Ave, Titirangi. (09) 817 1170. [email protected]. www.learningedgemontessoripreschool.com
Li’l Champs Early Learning Centre & Montessori Preschool – Mission Heights Branch, 479B Ormiston Rd, Flat Bush. (09) 271 2273. [email protected]. www.lilchamps.co.nz
Li’l Champs Early Learning Centre & Montessori Preschool – Papatoetoe Branch, 431 Great South Rd, Papatoetoe. (09) 277 2556. [email protected]. www.lilchamps.co.nz
Little Earth Montessori Panmure, 45 Ireland Rd, Panmure. (09) 527 0553. [email protected]. www.littleearth.co.nz
Little Earth Montessori Remuera, 45 Ascot Ave, Remuera. (09) 520 0021. [email protected]. www.littleearth.co.nz
Little Earth Montessori Rosedale, 8 Tarndale Gr, Rosedale. (09) 415 4205. [email protected]. www.littleearth.co.nz
Little Engines Montessori, 56 Surrey Crescent, Grey Lynn. (09) 378 9502. [email protected]. www.little-engines.co.nz
Little Star Montessori House of Children, 21 Buisson Glade, West Harbour. (09) 416 9696. [email protected]. www.littlestarmontessori.co.nz
Little Steps Montessori Preschool, 29 Omega St, Rosedale, (09) 444 3934. [email protected]. www.littlestepspreschool.co.nz
Luna Montessori Preschool, 10 Blenheim St, Glenfield, North Shore. (09) 419 2655. [email protected]
Montessori @ Matakana Primary School, 952 Matakana Rd, Matakana. (09) 422 7465. [email protected]. www.montessori-matakana.co.nz
Marshwood Montessori School, 20 Mt Taylor Dr, St Heliers. (09) 521 5288. [email protected]. www.marshwoodmontessori.com
Meraki Montessori School, Sidwell Rd, Silverdale. (09) 554 1583. [email protected]. www.merakimontessori.co.nz
Montessori Herne Bay, 44 Shelly Beach Rd, St Mary’s Bay. (09) 378 8056. [email protected]. www.best-start.org
Montessori @ Howick Primary, Howick Primary School, 40 Willoughby Ave, Howick. (09) 535 5127. [email protected]. www.montessorihowickprimary.school.nz
Montessori The Children’s House, 1 Clover Dr, Henderson. (09) 833 7119. [email protected]. www.best-start.org
O-
ra-kei Montessori Preschool, 16 Sudeley St, Orakei. (09) 529 2518. [email protected]. www.omp.school.nz
O-
ra-kei Montessori Primary, Grace St, Orakei.(09) 521 0657. [email protected]. www.orakeischool.co.nz
Pakuranga Montessori Learning Centre, 71 Udys Rd, Pakuranga. (09) 213 1866 or 021 710 065. [email protected]
Peace Experiment, 18 Pilkington Rd, Panmure. (09) 391 9200. [email protected]. www.peace.school.nz
Riverhead Montessori Learning Centre, 280e Riverhead Rd, Riverhead. (09) 412 7171. [email protected]. www.riverheadmontessori.co.nz
Superstart Childcare Centre (Montessori Class), 88 Lady Ruby Drive, East Tamaki, Auckland. (09) 274 9226. [email protected]
The Children’s Corner, 30 Cook St, Howick. (09) 533 0397. [email protected]. www.thechildrenscorner.co.nz
Tipu Montessori, 67 Walmsley Rd, Otahuhu. (09) 276 1679. [email protected]. www.tipu-montessori.school.nz
Titoki Montessori School, 70A Stredwick Dr, Torbay. (09) 473 0362. [email protected]. www.titokimontessori.school.nz
Totara Hill Montessori, 8 Smith Rd, Matakana. (09) 422 9981. [email protected]. www.totarahillmontessori.co.nz
Waiuku Montessori Preschool, 8 Valley Road, Waiuku. (09) 947 9781. [email protected]
Wee Wisdom Montessori School, 159 Great South Rd, Drury. (09) 294 7978. [email protected]. www.weewisdommontessori.co.nz
Wee Wisdom Montessori Weymouth Teina, 32 McInnes Rd, Weymouth. (09) 268 0017. [email protected]. www.weewisdommontessori.co.nz
Wee Wisdom Montessori Weymouth Tuakana, 32 McInnes Rd, Weymouth. (09) 268 0017. [email protected]. www.weewisdommontessori.co.nz
WAIKATO
Cambridge Montessori Preschool, 22A Taylor St, Cambridge. (07) 823 5949. [email protected]. www.cmps.co.nz
Cambridge Montessori Preschool, 18 Raleigh St, Cambridge. (07) 823 5138. [email protected]. www.cmps.co.nz
Fountain City Montessori, 2D Brooklyn Rd, Claudelands, Hamilton. (07) 855 2696. [email protected]. www.fcm.nz
Montessori Flagstaff, 3 Admiral Crescent, Flagstaff, Hamilton. (07) 854 3857. [email protected]. www.best-start.org
Montessori House of Children, 697A Wairere Dr, Chartwell, Hamilton. (07) 282 0893. [email protected]. www.mhoc.co.nz
Montessori Little Hands, 309 Rutherford St, Te Awamutu. (07) 280 7284. [email protected]
Montessori School House, 7 Bains Ave, Hamilton. (07) 853 6654. [email protected]. www.best-start.org
Te Awamutu Montessori Preschool, 762 Te Rahu Rd, Te Awamutu. (07) 871 2824. [email protected]. www.teawamutumontessori.co.nz
Waikato Montessori Education Centre, 267 Newell Rd, Tamahere, Hamilton. (07) 858 3563. [email protected]. www.waikatomontessori.org.nz
Wee Wisdom Montessori Paeroa, 63 Belmont Rd, Paeroa. (07) 862 9202. [email protected]. www.weewisdommontessori.org.nz
BAY OF PLENTY
Daisy Cottage Montessori, 38 Gloucester Rd, Mt Maunganui. (07) 572 [email protected]. www.daisycottage.co.nz
HiJinks Montessori Centre, 34 Sala St, Rotorua. (07) 347 2992. [email protected]
Little Einsteins Montessori, 1 MacDonald St, Mt Maunganui. (07) 572 5916. [email protected]. www.littleeinsteinsmontessori.co.nz
Little Sprouts Montessori Preschool, 72 Domain Rd, Whakatane. (07) 308 9155. [email protected]. www.littlesproutspreschool.co.nz
Little Sweethearts Montessori – Historic Village, 159 Seventeenth Ave, Tauranga. (07) 578 7447. [email protected]. www.littlesweethearts.co.nz
Montessori Bethlehem, 250 State Highway 2, Bethlehem, Tauranga. (07) 579 3661. [email protected]. www.best-start.org
Montessori Milestones Preschool, 2 Enterprise Dr, Papamoa, Tauranga. (07) 542 0150. [email protected]. www.montessorimilestones.com
Montessori Otumoetai, 43 Queen Rd, Tauranga. (07) 576 8898. [email protected]. www.best-start.org
Montessori @ Arataki Primary School, 4 Kaimanawa St, Mt Maunganui. (07) 925 0560. [email protected]. www.tmet.org.nz
Montessori @ Bellevue Primary School, 20 Princes St, Bellevue, Tauranga. (07) 925 0560. [email protected]. www.tmet.org.nz
Montessori @ Malfroy, Malfroy School, 196 Malfroy Rd, Rotorua. (07) 348 8588. [email protected]. [email protected]
Scuola Montessori – Fifteenth Avenue, 182 Fifteenth Ave, Tauranga. (07) 562 3762. [email protected]. www.scuolamontessori.co.nz
Scuola Montessori – Waihi Rd, 112 Waihi Rd, Judea. (07) 578 8434. [email protected]. www.scuolamontessori.co.nz
The Tree House Bilingual Montessori Preschool, 25 Hinemoa St, Whakatane. (07) 307 7155. [email protected]
GISBORNE / HAWKE’S BAY
Gisborne Montessori Preschool, 207 Ormond Rd, Gisborne. (06) 868 9182. [email protected]. www.gisbornemontessori.org.nz
Little Earth Montessori Havelock North, 13 Porter Dr, Havelock North. (06) 877 9595. [email protected]. www.littleearth.co.nz
Montessori 3 – 6, Trilingual Montessori Education Centre, Cnr Georges Drive & Chambers St, Napier. (06) 833 6970. vicky@montessori3 – 6.com. www.montessori3 – 6.com
Montessori at Port Ahuriri Primary School, Port Ahuriri School, 15 Lever St, Napier. (06) 844 3000. [email protected]. www.hawkesbaymontessori.org.nz
Montessori Taradale, 79 Gloucester St, Taradale. (06) 845 9380. [email protected]. www.best-start.org
Tiny Footsteps Montessori, 4 Hicks Lane, Clive. (06) 870 1000. [email protected]
NEW PLYMOUTH / WANGANUI
Montessori at Moturoa Primary School, Pioneer Rd, New Plymouth. (06) 758 0944. [email protected]. www.moturoa.school.nz
New Plymouth Montessori School, 75 – 81 Dorset Ave, New Plymouth. (06) 758 0944. [email protected]. www.newplymouthmontessori.com
Wanganui Montessori Preschool, 88 Virginia Rd, St Johns Hill, Wanganui. (06) 347 8886. [email protected]. www.wanganuimontessori.co.nz
MANAWATU
Inspiring Minds Montessori Preschool, 11 Matipo St, Takaroa, Palmerston North. (06) 355 3354. [email protected]. www.imindsmontessori.co.nz
Montessori Educare, 75A Maxwell’s Line, Awapuni, Palmerston North. (06) 356 4697. [email protected]. www.montessorieducare.co.nz
Puddleducks’ Montessori Preschool, 43 Parnell Heights, Palmerston North. (06) 356 4616. [email protected]. www.puddleduckspreschool.co.nz
Shaken Oak Montessori, 155 South St, Feilding. (06) 323 3000. [email protected]. www.shakenoak.co.nz
KAPITI
Kapiti Primary School, 20 Iver Trask Place, Paraparaumu. (04) 298 5605. [email protected]
Little Earth Montessori Kapiti, 15 Te Tupe Rd, Paraparaumu. (04) 298 1730. [email protected]. www.littleearth.co.nz
Montessori Ka-piti, 304 Ka-piti Rd, Paraparaumu Beach. (04) 550 6832. [email protected]. www.best-start.org
O-
taki Montessori Preschool, Haruatai Park Mill Rd, Otaki. (06) 364 7500. [email protected]. www.otakimontessori.co.nz
Waikanae Montessori Preschool, 1B Seddon St, Waikanae. (04) 293 6135. [email protected]. www.waikanaemontessori.school.nz
WAIRARAPA
Montessori @ South End Primary School, 275 High St South, Carterton. (06) 379 4000. [email protected]. www.southend.school.nz
Wairarapa Montessori Preschool, 114 Lincoln Rd, Masterton. (06) 370 1471. [email protected]. www.wairarapamontessori.co.nz
WELLINGTON
Aroha Montessori, 3 Messines Ave, Trentham, Upper Hutt. (04) 528 5223. [email protected]. www.arohamontessori.co.nz
Capital Montessori School, 14 Camrose Gr, Kingston. (04) 389 2395. [email protected]. www.montessori.school.nz
Manaaki Montessori @ Tawa Primary School, 6A Oxford St, Tawa. (04) 232 6453. [email protected]. www.montessoritawa.org
Mana Montessori Preschool, 1 Albatross Close, Whitby. (04) 234 1489. [email protected]. www.manamontessori.school.nz
Montessori Children’s House, 121 Darlington Rd, Miramar. (04) 388 3529. [email protected]
Montessori Kilbirnie, 11 Vallance St, Kilbirnie. (04) 387 1195. [email protected]. www.best-start.org
Montessori Primary @ Otari School, 166 Wilton Rd, Wilton. (04) 475 3018. [email protected]. www.otari.school.nz
Montessori Rangimarie Children’s House, 23A Elliott St, Johnsonville. (04) 478 6071. [email protected]. www.best-start.org
Montessori Rongotai, 192 Rongotai Rd, Kilbirnie. (04) 387 1192. [email protected]. www.best-start.org
Montessori @ Berhampore Primary School, 105 Britomart St, Berhampore. (04) 389 9391. [email protected]. www.berhamporemontessori.org
Montessori @ Otari Preschool, 166 Wilton Rd, Wilton. (04) 475 9688. [email protected]. wwwotaripreschool.school.nz
South Wellington Montessori School, 4 Duppa St, Berhampore. (04) 389 2185. [email protected]. www.montessorieco.nz
Tawa Montessori Preschool, 25 Hinau St, Tawa. (04) 232 3738. [email protected]. www.tawamontessori.co.nz
Wa- Ora Montessori School, 278 Waddington Dr, Naenae, Lower Hutt. (04) 567 2377. [email protected]. www.waora.school.nz
NELSON / MARLBOROUGH
Jan’s Preschool, 203 Howick Rd, Witherlea, Blenheim. (03) 577 8866. [email protected]. www.janspreschool.co.nz
Kauri Montessori Preschool, 39 Tukuka St, Nelson. (03) 548 9186. A/H (03) 546 9550. [email protected]. www.baysmontessori.co.nz
Montessori Blenheim, 5 Francis St, Blenheim. (03) 577 8443. [email protected]. www.montessoriblenheim.co.nz
Nelson Montessori Preschool, 87 Atawhai Dr, The Wood, Nelson. (03) 546 8768. [email protected]. www.baysmontessori.co.nz
Stoke Montessori Preschool, 61 Marlowe St, Stoke, Nelson. (03) 547 1022. [email protected]. www.baysmontessori.co.nz
CANTERBURY
Ashburton Montessori Preschool, 176 Chalmers Ave, Ashburton. (03) 308 0380. [email protected]. www.ashburtonmontessori.co.nz.
Casa dei Bambini Foundation School, 333 River Rd, Christchurch. (03) 385 7312. [email protected]. www.casadeibambini.school.nz
Courtyard Montessori Preschool, 99A Somerfield St, Christchurch. (03) 332 1444. [email protected]. www.courtyardpreschool.org.nz
Haywood Cottage Montessori, Huffey St, Geraldine. (03) 693 8989. [email protected]. www.haywoodcottagemontessori.com
Montessori Mona Vale, 27 Kilmarnock St, Mona Vale, Christchurch. (03) 348 9179. [email protected]. www.best-start.org
Montessori St Albans, 96 Trafalgar St, St Albans, Christchurch. (03) 356 0111. [email protected]. www.best-start.org
Nova Montessori School, 53 Owles Tce, New Brighton. (03) 382 0503. [email protected]. www.novamontessori.school.nz
Trillium Montessori School, 132 Springs Rd, Hornby, Christchurch. 027 352 3596. [email protected]. www.trilliummontessori.co.nz
OTAGO
City Heights Childcare and Montessori, 254 York Pl, Dunedin Central. (03) 477 4532. [email protected]. www.cityheights.ac.nz
Gumtree Montessori & Childcare, Cnr Ravelston St and Queens Dr, Dunedin. (03) 455 5066. [email protected]. www.gumtreemontessorichildcare.co.nz
Little Earth Montessori Queenstown, 25 Robins Rd, Queenstown. (03) 442 6567. [email protected]. www.littleearth.co.nz
Ma-ori Hill Montessori Preschool, 607A Highgate, Ma-ori Hill, Dunedin. (03) 466 7313. [email protected]
Montessori Arrowtown, 16 Wiltshire St, Arrowtown. (03) 442 0032. [email protected]. www.best-start.org
Montessori Children’s House, 122 Kings Dr, Wanaka. (03) 443 8389. [email protected]. www.mchw.co.nz
Montessori House Casa dei Bambini, 23 Nairn St, Dunedin. (03) 464 0143. [email protected]
Montessori House Casita dei Bambini, 10 Beresford St, Dunedin. (03) 467 5968. [email protected]
Montessori Mosgiel, 65 Murray St, Mosgiel. (03) 489 0434. [email protected]. www.best-start.org
Montessori the Gardens, 5 Chambers St, North East Valley, Dunedin. (03) 473 7630. [email protected]. www.best-start.org
SOUTHLAND
Montessori Invercargill Children’s House, 375 Tweed St, Georgetown, Invercargill. (03) 216 6077. [email protected]. www.montessoriinvercargill.co.nz
OVERSEAS MEMBERS
Jia Ye Kindergarten, No. 68 Shuang Fu 1st Road, Cheng Du, Si Chuang, China. +86 (28) 8431 7888. [email protected].
MANZ member school listing
30 Montessori Voices SEPTEMBER 2018
The Aperfield Montessori Diploma
From February 1st 2018, this Diploma will be replaced by our new New Zealand Diploma in Early Childhood Education and Care (Level 5).
Existing students (including those who re-enrol) have until December 9th 2019 to complete the current Diploma, including all assignments, practical workshops, the ministerial module, practical and oral assessments.
For more information, contact Debbie Cocks: Phone (03) 942 3697 or [email protected]
www.aperfield-montessori.co.nz
FINAL CHANCE TO COMPLETE
Do you have photos of Montessori tamariki, students, teachers and wha-nau (families) in and around the
Montessori environment, using Montessori materials? Then send them in to us at Montessori Voices! Your photo could be in the next issue or even selected for the cover!
Send your photos to [email protected] must be high resolution, atleast 1MB in size. Please supply the original file from the camera.
We need yourPHOTOS!
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